Promoting Positive Behaviourintroducing our revised behaviour management systems

We’ve listened, we’ve seen, we’ve thought, we’re acting.

What we need from youThe staff are positive and believe that we have developed a comprehensive approach. We need all families to embrace this change positively and support the implementation of this system.

This is a universal system that is not for those students who require the support of an Individual Behaviour Support Plan.

Classroom flowchartINAPPROPRIATE

(non-extreme) BEHAVIOUR – MANAGED BY

TEACHER

Teacher uses non-verbal cues,

proximity, parallel acknowledgement

Teacher uses verbal reminders,

redirection to learning, explicit

instruction

Teacher gives student

choices

Student must complete in-class reflection sheet (5

min) – then return to class activity*

Student sent to buddy class to complete 2nd reflection sheet (10

min) – then return to class*

Documented on monitoring sheet

Student sent to supervisor. Write letter to class and

parents.* Classroom teacher phones

parents. Documented on monitoring sheet

Student sent back to supervisor; decision made whether to refer to Principal*.AP phones parent.Documented on monitoring sheet.

Student removed to AP class the following day

(recess & lunch in Principal’s office)

Repeat offenders

Persistent behaviour – parent meeting scheduled. Student to remain in AP classroom until resolution. LST referral and Individual Behaviour Plan

required.

Missed work caught up during

lunch.Loss of STARS

time.

* Continued non-compliance or refusal – teacher consults with supervisor. Executive to determine consequence.

It made my class/teacher feel: happy sad mad scared frustrated

Next time I can choose to:

In Class

’s Think Sheet What I chose to do:

I can think about my choices and how they affect ME and others.

kick hit push bite

not working

pinch

use unkind words

throw something

have SAFE feet have SAFE hands use kind words listen and not talk during instruction

ask for a calm break

say “I need

space.”

ask someone to “Please stop.”

follow directions

stay in my work

area

say, “I don’t

understand.”

When I make a positive choice like that: others will want to be with me

others will feel good around me

others want to play with me

everyone can learn

I will feel proud of myself

not following directions

break things

It made feel: happy sad mad scared frustrated

Next time I will:

Buddy Class

’s Think Sheet I continued to:

I can think about my choices and how they affect ME and others.

kick hit push bite

not working

pinch

use unkind words

throw something

have SAFE feet have SAFE hands use kind words listen and not talk during instruction

ask for a calm break

say “I need

space.”

ask someone to “Please stop.”

follow directions

stay in my work

area

say, “I don’t

understand.”

When I make a positive choice like that: others will want to be with me

others will feel good around me

others want to play with me

everyone can learn

I will feel proud of myself

not following directions

break things

I was not being:

respectful active learner safe responsible

STARS timeStudents andTeachersAchievingRealSuccess

Classroom flowchartEXTREME

BEHAVIOUR (with intent to harm,

intimidate , damage) – TEACHER TO

CONTACT PRINCIPAL and/or EXECUTIVE

Teacher to complete incident

report form

If safety concern exists, student is

locked out or class evacuated

Principal and/or AP to manage

situation

Consequence options:- formal caution- in-school suspension- formal suspension- loss of privilegesAND parent meeting

Examples of extreme behaviour

• Aggressive behaviour• Aggressive language• Property damage• Psychological harm• Bullying• Use of weapon OR• Absconding

Playground flowchart

Minor incidents

Major incidents (includes high level moderate behaviours requiring removal

from playground – beyond control of Playground teacher)

Check that student has followed NO, GO,

TELL if applicable

Walk and talk with teacher to (resolve

issue)

Student directed to ‘thinking seat’

for 5 minutes

Chill out room – THIS IS NOT A CONSEQUENCE Can be used to de-escalate behaviour or diffuse potential threats. Student is encouraged to bring a friend. Teacher and student

referrals will be accepted. An Executive will be in the room from 1.20-2.00pm every day.

Moderate incidents

Playground teacher completes playground slip

Red card sent to office

Executive to the playground

Student loses STARS time

Student STARS time Parent meeting Consequence at

discretion of Principal

Student referred to Roaming Executive

‘On Track’ reward systemStep 1 (occurs in a year)

* In 2013 students received wristbands once they had completed each section of the wheel. In 2014 students will receive pencils in ‘On Track’ colours. This could change each year.

they earn ‘On Track’cards

they can earn ‘Gotcha’ cards in the playground. 3x ‘Gotcha’ cards of same colour = 1 ‘On Track’ card

Each ‘On Track’ card is recorded on ‘On Track’ wheel

Gotcha cards go into Monday morning Zooper Dooper draw.

10 x same colour ‘On Track’ card = 1 pencil *

New wedge put on the ‘On Track’ Wheel ready to start again.

When GWPS students are: safe,

respectful, responsible active

learners…

Step 2 (occurs in a year)

Step 3 (occurs over consecutive)

1 pencil of each colour = 4 pencils.

4 pencils = 1 badge

2 x badges = morning tea with the Principal

Kindergarten Picnic at the park across the road

Stage 1 Even years: Picnic at Tom Uren Park Odd years: Movie day & treats in

Stage 2 Even years: Water play afternoon Odd years: Games afternoon

End of year experience!!!

Stage 3 Even years: Movie in the hall & treats Odd years: Techno party – Karaoke, Dance party

Step 3 (occurs over consecutive years)

Achieve 3 consecutive badges

Achieve 5 consecutive badges

Achieved 7 consecutive badges

Bronze level certificate and photo in the hall

Gold level certificate and name recorded on the honour board in the hall.

Silver level certificate and photo in the hall

Thank you for your attendance and your ongoing support